This is where Marsha and I will collaboratively work on our Persuasive Project. Check back for updates!
Hi Norma, here I am in your wiki!! Looking forward working with you! :D
Hi Marsha! Looking forward to working with you too!
Hi Norma, I just sent you an email but maybe this is best way to communicate so that way it can be documented for Dr. M to see. Are we focusing on the middle school age? Any topic that would make a good research for those age group? I'm not familiar with Texas curriculum.
Hi Marsha! I would love to focus on the middle school age, maybe upper elementary. I have taught fourth and sixth grade and work in a middle school so that is where I am comfortable. However, I don't mind at all getting out of my comfort zone.
Dr. M asked us to pick four from the following:
Read about at least 4 research or inquiry models.
Suggestions:
Should we pick two each and fill out our table then go from there?
Hi Norma - Yes, let's go for upper elementary, then because that's my favorite age group, too!! They are "in between" teens and kids. :D Lemme explore the models and see what would interest me, maybe you pick one and I pick one? Then we will do both together.
Hello again. I've found all the links to the research models, see above. Some links, I'm not sure so I'm still looking at them. Talk soon.
I like Savvy 7, something I felt that I could apply with my students in the future so I'd like to try this now.
Hi Norma - after doing the comparison between two models, I'm convinced that your choice "Independent Investigating Method" is the better choice and would make an appropriate for the upper elementary students when we start working this project. I liked it too! I like the way teachers can increase the rigor as students progress by grade.
Good morning, Norma - I have thought about a research topic for 5th graders unless you have a grade level preference. There are a few ideas like explorers, state reports, famous scientists, countries, presidents, endangered animals, famous inventors, native american tribes, battles of the american revolution, famous authors and famous americans. Let me check out the Texas fifth grade TEKS and see what topic hits multiple content areas.
Hello Norma - our prewriting table looks good!! One list to check offf!! :D Should we start working on Storyboard, Outline, or Draft for Project, do we need to create a new page for this?
We had our continued conversations through our emails and AIM as well.
Being a teacher for 16 years, I never heard one of any research models listed above. Maybe it is because that I'm a math teacher and I don't include any kind of research project in my curriculum because I'm usually at the time cruncher trying to finish the textbook and to meet each of my students' IEP goal. Usually, my students do the research project in their writing class. Funny, what a perfect timing, my principal wanted all of us to collaborate research in a few contents this year so our students will understand that doing research doesn't happen just in their writing class but for other classes as well. This spring when 3rd quarter comes, math department will collaborate with writing department develop rubric and topics.We think we will focus on the famous mathematicians. So perfect now that I have many different models to share with my colleagues and it would give us lot of options to use whichever we like. Remember most middle school deaf students transfer from other program to my school with kindergarten to3rd grade reading level so we'd need a research model that is simple for them to follow. I'm drawn to Savvy 7 because the word itself, "savvy" is a cool word, and it can be a slang for teens. According to Merriam-Wester student dictionary, savvy means comprehend and understand...an example sentence is "the man growled, 'Don't ever date my daughter again—you savvy?'"
I want to learn if Savvy 7 is as cool as it said. And if it does live up to its name as described in Merriam-Webster's student dictionary, to understand. I want to see if this rearch model is easy to understand because my middle school students mostly read at 3rd grade level and still want to exposure them the experience of research anyway. I want them to build their confident because they knew they struggle to read and write. I want to become familiar with this model so I can be role model and show my confident to my students then they also would become confident.
This model was developed by developed by Nancy Miller and Connie Champlin. I tried to find more information about Nancy and Connie. Not much but they co-authored a few books, "Sharing the Evidence: Library Media Center Assessment Tools and Resources." "Raise a Reader at any Age: A Librarian's and Teacher's Toolkit for Working with Parents" and "A Painless Guide to Research Using Web 2.0 Tools."
Savvy 7 is make up of 7 questions that would guide students' skill into their research.
1. What is the Question?
2. What Resources Should I Use?
3. How Do I Find the Information?
4. How Do I Gather the Information?
5. Which Information Do I Use?
6. How Do I Share What I Learned?
7. How Do I Evaluate My Work?
To describe of each question:
1. What Is the Question? ~ Go beyond a topic or "fact finding" to create a "smart question", one that is essential, elaborating, probing or even irreverent. From this one overarching question, break your search into a few or several "investigative" questions. Identify what you already know and then choose keywords and phrases to use in your search for what you want to learn.
2.What Resources Should I Use? ~ Look for quality primary and secondary sources of information (people, places, things, books, periodicals, images, video, etc.) in your school or other libraries, in the community and on the World Wide Web. Choose those resources that best suit your research question and that are accessible to you.
3. How Do I Find the Information? ~ You need both "technical" and "thoughtful" literacy skills to find information within your identified resources. Your ability to conduct an interview, search through a catalog or index, use a computer, and access web portals or web search engines are greatly enhanced by also knowing how to scan for appropriate content, then expand or narrow your search through use of appropriate use of synonyms, antonyms and Boolean logic.
4. How Do I Gather the Information? ~ Once you find potential information for your research, engage with it through reading, listening and viewing in more depth. This is the "first cut" process: If information is valuable to helping you answer your investigative questions, then capture it for later review. Take quality notes (paraphrase!); record audio or video; take photographs; download images, files and articles from web sources; or copy and paste text from web pages into a word processing document. Be sure to note citations (and/or make links) of your sources as you gather content.
5. Which Information Do I Use? ~ It is now time to critically examine the information gathered to determine its ultimate value to your research. Ask yourself: Is the content as current as it needs to be for the questions asked?; Is it from a valid and credible source?; What is the bias of the information source?; Is the information truly pertinent to the essential question or just somewhat related to the topic? At this point you must also determine if you have too much (choose the best, discard the rest), or not enough (search for more) quality information that you can legally use for your project.
6. How Do I Share What I Learned? ~ Communicating what you have learned in your research is an important step even if you did the research just to inform yourself. You may have already determined the type of sharing product to create: a research paper, booklet, article, essay, website, speech, multimedia presentation, video, etc. In this stage you create the components that will comprise your finished product targeted to a specific audience. Organize the information by: rewriting it in your own words, creating tables and graphs of numeric data, adding captions to images, and then by synthesizing the relevant ideas in a cohesive manner and drawing defensible conclusions.
7. How Do I Evaluate My Work? ~ The evaluation stage of research should address both process and product. To judge the process, ask yourself: Was my research process thorough?. . .efficient?; How could I make it more thorough. . . more efficient?; Did I use a variety of appropriate primary and secondary sources? Assess the product according to assignment guidelines or a pre established rubric, addressing such questions as: Is my product effective in answering the question?; Is it appropriate for the target audience?; Is it informative, persuasive, creative, entertaining?; Is my conclusion supported well by the evidence presented?; and, Has my information been attributed correctly?
I've searched for more information about this model and some examples in any unit that had used this research model and I am not getting any luck. I'm wondering if this model is new? Or not lot of people know about this? Or this isn't as popular as other models.
I've never heard of this inquiry method. I'm going to assume that there are seven steps based on the title.
What does each step involve?
What type of training is required for teachers to fully understand and teach the method?
Does it meet the needs of all learners including special education and English language learners?
Does the method transfer to all content areas?
How easy will it be for the librarian to implement all stages in the library
All of the steps seem to require students to "think" and I really like that. It requires them to be reflective, something I believe helps students develop "thinking" skills. Seven steps: 1. What is the question?
Prime opportunity to teach students how to narrow their topic. Many times students come up with a broad theme rather than a narrowed topic. This helps students find focus.
2. What resources should I use?
Lessons on primary and secondary sources using varied library resources
3. How do I find the information?
Exposes students to the many sources available and teaches them how to access them.
4. How do I gather the information?
Great opportunity to use graphic organizers to teach organizational skills
Lesson on plagiarism
5. What information do I use?
Verify that all research is viable, credible and unbiased.
6. How do I share what I learned?
Allow students to decide on a product to convey what they have learned
7. How do I evaluate my work?
Students should reflectively ask themselves if their product is evidence of careful research and resource evaluation, and does it convey that learning occurred?
(My partner documented suggestions for each step as provided on the IMC Source website.)
This process seems a little complicated for lower elementary students. How can it be implemented at that level?
How can it be implemented at a secondary level with time being such a constraint?
I've never heard of this method before but was attracted to the word Independent. So many students don't know how to work at an independent level because they lack natural curiosity. I am interested in seeing what this method offers.
How does this method work?
Does it require extensive training of teachers?
Can it be used in all content areas?
How easy it is for students to apply the method in all areas of learning?
Will this method address the needs of second language learners and special education students?
How effective is it for the librarian to use this method in the library?
The IMM website provided an elementary and secondary presentation. Both presentations discussed the same steps. The difference is in the level of teaching and the acceptable products. The secondary version is basically a step up from the elementary version. This is excellent because if students are familiar with the same inquiry method, then it is easier for the secondary teachers to raise the bar.
Based on seven steps: 1. Topic-Researchers select or are given a topic then they list what they know and want to know (KW)
In this step teachers can hook students by presenting an opening lesson that will grab students attention like a PowerPoint with newspaper headlines or pictures related to the topic.
Vocabulary words relevant to topic should be introduced in this stage
2. Goal Setting-Researchers develop a plan using guiding questions. They setup a time line, a list of resources needed, and relevant vocabulary.
Guide students with basic questions like who, what, when, where, and how. Then scaffold the questions to higher level questioning techniques using Costa's Levels of Questioning or Bloom's Taxonomy. IMM also has a PowerPoint presentation about level questions found on the same page as the elementary/secondary presentations similar to the Costa's Level of Questioning
3. Research-Students use a variety of resources and strategies to gather and record.
Before releasing students to conduct research, it is imperative that a lesson on copyright/plagiarism be presented.
4. Organizing-Students organize their research to analyze and interpret their data
The following may be used to organize data: Graphic organizers, outlines, and sequencing.
5. Goal Evaluation-Students revisit their initial goal and verify they have met their goal and assess the quality of their work.
Evaluation tools such as whole class review, vocabulary activity reviews to check for understanding of terms, rubric evaluation can be used.
6. Product-Students create a written product to show what they have learned.
Product examples: Brochure, letter, advertisement, news article, poetry, drama, etc.
7. Presentation-Students present their products to the appropriate audience.
Students can practice proper presentation delivery and present a final presentation
A premade note sheet may be given to audience so they can take notes as they listen
How well does this method blend with CScope lessons?
With time being an issue in the secondary schools (47 minutes per class), how well can this inquiry method be applied without cutting essential discovery time?
How will using this method in the library work at all steps? Obviously, collaboration will occur between the teacher and the librarian but let's say for example the teacher is on step 5 and is due for library day, How can the librarian make this method work at any step in the process?
Like I mentioned above, that I never heard any of the models listed on this page. Being a teacher for 16 years and have gone to 2 different teacher training programs, Western Maryland College and San Francisco State University, I never saw any of models presented in our courses, maybe because those models are new and they probably didn't exist during my time? With time cruncher that I have with my students, I just leave the research to the writing teachers. I have IEP accountability and to meet the standards by the state of California and prepare them for the state test. Never had them in my curriculum but finally, this coming spring at 3rd quarter, my principal wanted our math department to collaborate with the writing teachers by doing a research project, probably focusing on famous mathematician. It's a perfect timing to be exposed by variety of research models and I'll be able to share them with my colleagues when it's time to do this research with our students this spring.
The word "Investigate" is always a drawn for me. I love TV show, CSI. My students enjoy doing math investigation by trying to solve some fun math problems. They can be math detectives that solve the math mystery!! I think this model probably would attract my students. I hope tis model is a user friendly and is accessible for my students who read around 3 grade level.
This model is designed by Virginia Morse and Cindy Nottage, they were formerly teachers and now they are consultants. After checking out its website, wow, it's very colorful and user-friendly. It has a few different features.There's a few teacher manuals for sale that teachers can buy. There are two different edition, one is based on CCSS and other is TKS. That's cool that anyone out of Texas still can order. I definitely would share this information with my Literacy coach at my school to order CCSS edition. Since it has a kit along with the manual, it looks like it's a good resource for younger kids or my middle school students who still read below their reading level. In the back of this book, it said that there's a booklet of organized set with 7 steps to guide students to be able to do research independently. Even there is a mini lessons to support students with their research key skills. They have a list of what to do for each step along with some links, to support teachers/librarians so they can support their students. If you check their store online, you'll be in heaven. There's a book about plagiarism, how to teach our students not to be a copy cat. Many good research resources for younger students or students who read below their grade level including visual tool media like posters, CD, games, etc.
The 7 steps include: 1. topic 2. goal setting 3. research 4. organizing 5. goal evaluation 6. product 7. presentation
A guideline for each step: 1. topic - have your students:
Use graphic organizers such as concept maps and KWL charts
Visit a museum; listen to a speaker; watch a video
Search the literature
Develop a time management plan
Narrow your topic
2. goal setting - have your students:
Use a structured goal setting form
Write both open-ended and focus questions
Create questions at each level of Bloom's Taxonomy
Record the quantity of information required
List types of resources
Use playful question-generating strategies
3. research - have your students:
Learn how not to plagiarize
Use note cards efficiently
Record source information accurately
Conduct an experiment or interview
Use the Internet as a resource
Develop the vocabulary of an expert
4. organizing - have your students:
Organize by categories
Use graphic organizers such as graphs, charts, outlines, and timelines
Set aside irrelevant information
5. goal evaluation - have your students:
Keep a journal
Self-evaluate the process
Take content or vocabulary tests
Use a checklist for goals set at beginning of study
Write summary paragraphs
Synthesize new information before products are made
I'm so drawn to this model, because I'm visual learner so I enjoy the visible resources that they offered!! I decided to check their conference and training and noticed that most of the conferences usually take place in New York and Texas.But they also offer on site training, for sure I'll share this with my literacy coach. But would they offer onsite training as far as California?
This model is for k-12 but from what I see so far based on its website, it's more friendly for students are younger, visual learners and read below their reading level, how can this apply to high school students if the resources is too colorful?
Copied and pasted from Norma's wiki:
This is where Marsha and I will collaboratively work on our Persuasive Project. Check back for updates!
Hi Norma, here I am in your wiki!! Looking forward working with you! :D
Hi Marsha! Looking forward to working with you too!
Hi Norma, I just sent you an email but maybe this is best way to communicate so that way it can be documented for Dr. M to see. Are we focusing on the middle school age? Any topic that would make a good research for those age group? I'm not familiar with Texas curriculum.
Hi Marsha! I would love to focus on the middle school age, maybe upper elementary. I have taught fourth and sixth grade and work in a middle school so that is where I am comfortable. However, I don't mind at all getting out of my comfort zone.
Dr. M asked us to pick four from the following:
Read about at least 4 research or inquiry models.
Suggestions:
- Big6 (Eisenberg and Berkowitz) - http://big6.com/pages/about/big6-skills-overview.php
- Building Blocks of Research (Abilock) - http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html
- FLIP it! Framework (Yucht) - http://virtualinquiry.com/inquiry/flipit.htm
- ISearch (Macrorie) - http://virtualinquiry.com/inquiry/isearch.htm
- IIM (Independent Investigation Method) - http://www.iimresearch.com/
- ISP (Information Seeking Process) (Kuhlthau) - http://informationr.net/ir/13-4/paper355.html
- Pathways to Knowledge (Pappas and Tepe) - http://virtualinquiry.com/inquiry/pathways.htm
- REACTS (search Stripling and Pitts) - http://virtualinquiry.com/inquiry/stripling.htm
- The Research Cycle (McKenzie) - http://virtualinquiry.com/inquiry/researchcycle.htm
- Savvy 7 (Miller and Champlin) - http://www.lmcsource.com/pages/savvy7.html
- Stripling Inquiry Model (Stripling) - http://infolearningnexer.edublogs.org/category/inquiry-models/
- TLC (Thoughtful Learning Cycle) - http://www.thoughtfullearning.com/blog/node/2548?page=3
Should we pick two each and fill out our table then go from there?Hi Norma - Yes, let's go for upper elementary, then because that's my favorite age group, too!! They are "in between" teens and kids. :D Lemme explore the models and see what would interest me, maybe you pick one and I pick one? Then we will do both together.
Hello again. I've found all the links to the research models, see above. Some links, I'm not sure so I'm still looking at them. Talk soon.
I like Savvy 7, something I felt that I could apply with my students in the future so I'd like to try this now.
Hi Norma - after doing the comparison between two models, I'm convinced that your choice "Independent Investigating Method" is the better choice and would make an appropriate for the upper elementary students when we start working this project. I liked it too! I like the way teachers can increase the rigor as students progress by grade.
Good morning, Norma - I have thought about a research topic for 5th graders unless you have a grade level preference. There are a few ideas like explorers, state reports, famous scientists, countries, presidents, endangered animals, famous inventors, native american tribes, battles of the american revolution, famous authors and famous americans. Let me check out the Texas fifth grade TEKS and see what topic hits multiple content areas.
Hello Norma - our prewriting table looks good!! One list to check offf!! :D Should we start working on Storyboard, Outline, or Draft for Project, do we need to create a new page for this?
We had our continued conversations through our emails and AIM as well.
Prewriting Table
Marsha
Norma
Savvy 7
one of any research models listed above.
Maybe it is because that I'm a math teacher
and I don't include any kind of research
project in my curriculum because I'm
usually at the time cruncher trying to
finish the textbook and to meet each of my
students' IEP goal. Usually, my students
do the research project in their writing
class. Funny, what a perfect timing, my
principal wanted all of us to collaborate
research in a few contents this year so our
students will understand that doing
research doesn't happen just in their
writing class but for other classes as well.
This spring when 3rd quarter comes,
math department will collaborate
with writing department develop rubric
and topics.We think we will
focus on the famous mathematicians.
So perfect now that I have many different
models to share with my colleagues and
it would give us lot of options to use
whichever we like. Remember most
middle school deaf students transfer
from other program to my school with
kindergarten to3rd grade reading level
so we'd need a research model that is
simple for them to follow. I'm drawn
to Savvy 7 because the word itself,
"savvy" is a cool word, and it can be
a slang for teens. According to
Merriam-Wester student dictionary,
savvy means comprehend and
understand...an example sentence is
"the man growled, 'Don't ever date
my daughter again—you savvy?'"
is as cool as it said. And
if it does live up to its name
as described in Merriam-Webster's
student dictionary, to understand.
I want to see if this rearch model
is easy to understand because
my middle school students mostly
read at 3rd grade level and still
want to exposure them the
experience of research anyway. I
want them to build their confident
because they knew they struggle
to read and write. I want to become
familiar with this model so I can
be role model and show my
confident to my students then they
also would become confident.
developed by Nancy Miller
and Connie Champlin. I tried
to find more information
about Nancy and Connie.
Not much but they
co-authored a few books,
"Sharing the Evidence:
Library Media Center
Assessment Tools and
Resources." "Raise a
Reader at any Age: A
Librarian's and Teacher's
Toolkit for Working with
Parents" and "A Painless
Guide to Research Using
Web 2.0 Tools."
Savvy 7 is make up of 7
questions that would guide
students' skill into their research.
1. What is the Question?
2. What Resources Should I Use?
3. How Do I Find the Information?
4. How Do I Gather the Information?
5. Which Information Do I Use?
6. How Do I Share What I Learned?
7. How Do I Evaluate My Work?
To describe of each question:
1. What Is the Question?
~ Go beyond a topic or "fact finding"
to create a "smart question",
one that is essential, elaborating,
probing or even irreverent. From
this one overarching question,
break your search into a few or
several "investigative" questions.
Identify what you already know
and then choose keywords and
phrases to use in your search for
what you want to learn.
2. What Resources Should I Use?
~ Look for quality primary and
secondary sources of information
(people, places, things, books,
periodicals, images, video, etc.)
in your school or other libraries, in
the community and on the World
Wide Web. Choose those resources
that best suit your research question
and that are accessible to you.
3. How Do I Find the Information?
~ You need both "technical" and
"thoughtful" literacy skills to find
information within your identified
resources. Your ability to conduct
an interview, search through a
catalog or index, use a computer,
and access web portals or web
search engines are greatly enhanced
by also knowing how to scan for
appropriate content, then expand
or narrow your search through use
of appropriate use of synonyms,
antonyms and Boolean logic.
4. How Do I Gather the Information?
~ Once you find potential information
for your research, engage with it through
reading, listening and viewing in more
depth. This is the "first cut" process:
If information is valuable to helping you
answer your investigative questions,
then capture it for later review. Take
quality notes (paraphrase!); record audio
or video; take photographs; download
images, files and articles from web
sources; or copy and paste text from
web pages into a word processing
document. Be sure to note citations
(and/or make links) of your sources
as you gather content.
5. Which Information Do I Use?
~ It is now time to critically examine the
information gathered to determine its
ultimate value to your research. Ask
yourself: Is the content as current as
it needs to be for the questions asked?;
Is it from a valid and credible source?;
What is the bias of the information source?;
Is the information truly pertinent to the
essential question or just somewhat related
to the topic? At this point you must also
determine if you have too much (choose
the best, discard the rest), or not enough
(search for more) quality information that
you can legally use for your project.
6. How Do I Share What I Learned?
~ Communicating what you have learned
in your research is an important step
even if you did the research just to inform
yourself. You may have already determined
the type of sharing product to create: a
research paper, booklet, article, essay,
website, speech, multimedia presentation,
video, etc. In this stage you create the
components that will comprise your finished
product targeted to a specific audience.
Organize the information by: rewriting it
in your own words, creating tables and
graphs of numeric data, adding captions
to images, and then by synthesizing the
relevant ideas in a cohesive manner and
drawing defensible conclusions.
7. How Do I Evaluate My Work?
~ The evaluation stage of research should
address both process and product. To judge the
process, ask yourself: Was my research
process thorough?. . .efficient?; How could I
make it more thorough. . . more efficient?;
Did I use a variety of appropriate primary
and secondary sources? Assess the
product according to assignment guidelines
or a pre established rubric, addressing such
questions as: Is my product effective in
answering the question?; Is it appropriate for
the target audience?; Is it informative,
persuasive, creative, entertaining?;
Is my conclusion supported well by the
evidence presented?; and, Has my
information been attributed correctly?
work cited:
Savvy 7. IMC Source. Web. 22 Feb. 2013. <http://www.lmcsource.com/pages/savvy7.html>
information about this
model and some examples
in any unit that had used this
research model and I am not
getting any luck. I'm wondering
if this model is new? Or not lot
of people know about this? Or
this isn't as popular as other models.
What type of training is required for teachers to fully understand and teach the method?
Does it meet the needs of all learners including special education and English language learners?
Does the method transfer to all content areas?
How easy will it be for the librarian to implement all stages in the library
Seven steps:
1. What is the question?
- Prime opportunity to teach students how to narrow their topic. Many times students come up with a broad theme rather than a narrowed topic. This helps students find focus.
2. What resources should I use?- Lessons on primary and secondary sources using varied library resources
3. How do I find the information?- Exposes students to the many sources available and teaches them how to access them.
4. How do I gather the information?- Great opportunity to use graphic organizers to teach organizational skills
- Lesson on plagiarism
5. What information do I use?- Verify that all research is viable, credible and unbiased.
6. How do I share what I learned?- Allow students to decide on a product to convey what they have learned
7. How do I evaluate my work?- Students should reflectively ask themselves if their product is evidence of careful research and resource evaluation, and does it convey that learning occurred?
(My partner documented suggestions for each step as provided on the IMC Source website.)How can it be implemented at a secondary level with time being such a constraint?
Savvy. Merriam-Webster Student Dictionary. Web. 22 Feb. 2013. <http://www.wordcentral.com/cgi-bin/student?book=Student&va=savvy>
Savvy 7. IMC Source. Web. 22 Feb. 2013. <http://www.lmcsource.com/pages/savvy7.html>
Sharing the Evidence: Library Media Center Assessment Tools and Resources. Amazon. Web. 23 Feb. 2013.
<http://www.amazon.com/Sharing-Evidence-Library-Assessment-Resources/dp/1933170352>
Raise a Reader at any Age: A Librarian's and Teacher's Toolkit for Working with Parents. IMC Source. Web. 23 Feb. 2013. <http://www.lmcsource.com/Catalog/raiseareader.html>
A Painless Guide to Research Using Web 2.0 Tools. Amazon. Web. 23 Feb. 2013. <http://www.amazon.com/Painless-Guide-Research-Using-Tools/dp/1933170425>
Works cited:
Savvy 7. IMC Source. 24 Feb. 2013. <http://www.lmcsource.com/pages/savvy7.html>
Independent Investigation Method
Does it require extensive training of teachers?
Can it be used in all content areas?
How easy it is for students to apply the method in all areas of learning?
Will this method address the needs of second language learners and special education students?
How effective is it for the librarian to use this method in the library?
Based on seven steps:
1. Topic-Researchers select or are given a topic then they list what they know and want to know (KW)
- In this step teachers can hook students by presenting an opening lesson that will grab students attention like a PowerPoint with newspaper headlines or pictures related to the topic.
- Students can create a KWL chart online at <http://www.readwritethink.org/classroom-resources/student-interactives/creator-30846.html>
- Vocabulary words relevant to topic should be introduced in this stage
2. Goal Setting-Researchers develop a plan using guiding questions. They setup a time line, a list of resources needed, and relevant vocabulary.- Guide students with basic questions like who, what, when, where, and how. Then scaffold the questions to higher level questioning techniques using Costa's Levels of Questioning or Bloom's Taxonomy. IMM also has a PowerPoint presentation about level questions found on the same page as the elementary/secondary presentations similar to the Costa's Level of Questioning
3. Research-Students use a variety of resources and strategies to gather and record.- Before releasing students to conduct research, it is imperative that a lesson on copyright/plagiarism be presented.
- Teachers can present lessons on creating an effective summary with supporting details and how to take effective notes. A detailed lesson can be found at<http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-plagiarism-copyright-paraphrasing-1062.html>
4. Organizing-Students organize their research to analyze and interpret their data- The following may be used to organize data: Graphic organizers, outlines, and sequencing.
5. Goal Evaluation-Students revisit their initial goal and verify they have met their goal and assess the quality of their work.- Evaluation tools such as whole class review, vocabulary activity reviews to check for understanding of terms, rubric evaluation can be used.
6. Product-Students create a written product to show what they have learned.- Product examples: Brochure, letter, advertisement, news article, poetry, drama, etc.
7. Presentation-Students present their products to the appropriate audience.With time being an issue in the secondary schools (47 minutes per class), how well can this inquiry method be applied without cutting essential discovery time?
How will using this method in the library work at all steps? Obviously, collaboration will occur between the teacher and the librarian but let's say for example the teacher is on step 5 and is due for library day, How can the librarian make this method work at any step in the process?
is always a drawn for me. I love TV show, CSI. My students enjoy doing math investigation
by trying to solve some fun math problems. They can be math detectives that solve the math mystery!! I think this model probably would attract my students. I hope tis model is a user friendly and is accessible for my students who read around 3 grade level.
After checking out its website, wow, it's very colorful and user-friendly. It has a few different features.There's a few teacher manuals for sale that teachers can buy. There are two different edition, one is based on CCSS and other is TKS. That's cool that anyone out of Texas still can order. I definitely would share this information with my Literacy coach at my school to order CCSS edition. Since it has a kit along with the manual, it looks like it's a good resource for younger kids or my middle school students who still read below their reading level. In the back of this book, it said that there's a booklet of organized set with 7 steps to guide students to be able to do research independently. Even there is a mini lessons to support students with their research key skills. They have a list of what to do for each step along with some links, to support teachers/librarians so they can support their students. If you check their store online, you'll be in heaven. There's a book about plagiarism, how to teach our students not to be a copy cat. Many good research resources for younger students or students who read below their grade level including visual tool media like posters, CD, games, etc.
The 7 steps include:
1. topic
2. goal setting
3. research
4. organizing
5. goal evaluation
6. product
7. presentation
A guideline for each step:
1. topic - have your students:
- Use graphic organizers such as concept maps and KWL charts
- Visit a museum; listen to a speaker; watch a video
- Search the literature
- Develop a time management plan
- Narrow your topic
2. goal setting - have your students:- Use a structured goal setting form
- Write both open-ended and focus questions
- Create questions at each level of Bloom's Taxonomy
- Record the quantity of information required
- List types of resources
- Use playful question-generating strategies
3. research - have your students:- Learn how not to plagiarize
- Use note cards efficiently
- Record source information accurately
- Conduct an experiment or interview
- Use the Internet as a resource
- Develop the vocabulary of an expert
4. organizing - have your students:- Organize by categories
- Use graphic organizers such as graphs, charts, outlines, and timelines
- Set aside irrelevant information
5. goal evaluation - have your students:- Keep a journal
- Self-evaluate the process
- Take content or vocabulary tests
- Use a checklist for goals set at beginning of study
- Write summary paragraphs
- Synthesize new information before products are made
- Formulate goals for future research
6. product - have your students:- Use planning page before making a product
- Choose from lists of possible products
- Use rubrics for quality work
- Match product type with potential audience
7. presentation - have your students:Work cited:
Independent Investigation Method. IIM. Web. 23 Feb. 2013. <http://www.iimresearch.com>
that they offered!! I decided to check their conference
and training and noticed that most of the conferences usually take place in New York and Texas.But they also offer on site training, for sure I'll share this with my literacy coach. But would they offer onsite training as far as California?
This model is for k-12 but from what I see so far based on its website, it's more friendly for students are younger, visual learners and read below their reading level, how can this apply to high school students if the resources is too colorful?
Works Cited:
Independent Investigation Method. IIM. 23 Feb. 2013. <http://www.iimresearch.com/>
Read Write Think. KWL Creator. 23 Feb. 2013. <http://www.readwritethink.org/classroom-resources/student-interactives/creator-30846.html>
Costa's Levels of Questioning. 24 Feb. 2013.
http://www.santeefalcons.org/ourpages/auto/2010/1/27/42486859/Costa_s%20Levels%20of%20Questions%20house.pdf
Read Write Think. Exploring Plagiarism, Copyright, and Paraphrasing. 24 Feb. 2013.
<http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-plagiarism-copyright-paraphrasing-1062.html>
Works cited:
Independent Investigation Method. IIM. Web. 23 Feb. 2013. <http://www.iimresearch.com>